Abstract
Abstract
 This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.
Highlights
This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course
The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions of learning, carefully scaffolded assignments help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes
Participating students completed a survey at the end of the term that asked them to answer 12 questions measuring their perceptions of the learning experience as well as write a reflective qualitative assessment of the essay assignments
Summary
This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were asked to write their own essays and evaluate them using the same assessment criteria. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions of learning, carefully scaffolded assignments help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. An essay assignment enables the instructor to assess students’ development of these various competencies while at the same time providing important opportunities for learning, which in part explains the ubiquity of the essay as an assessment tool in higher education (Campbell, Smith, & Brooker, 1998; Henderson, 1980; Hounsell, 2005; McCune, 2004; Nightingale, 1988)
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